Telling doesn't equal learning: Going from forgettable to memorable

Telling ≠ Learning:

Designing what works

www.bottomlineperformance.com

“62% of workers admit the quality of their work suffers because they can’t sort through information fast enough”


Knowing where you are RIGHT

NOW.

Identifying three principles and

how to apply them:

• Content isn’t the same as

outcomes.

• We don’t pay attention when they

are bored – and we are easily

bored.

• To learn it, you have to remember

it. – and you need lots of help!

Today is about

YOU…

https://wave.google.com/wave/?pli=1#restored:wave:googlewave.com!w%252BUAZrhHIzC



Knowing where you are RIGHT

NOW.


When we develop a learning solution, we consciously manage learners’ “cognitive load.”

Strongly Disagree

Not Sure Strongly Agree


Our learning solutions are “outcome-driven” rather than “content-driven.”

Strongly Disagree



We use a 1:3 approach: no more than 1/3 lecture or “teach,” combined with 2/3 interactive learning activities.

Strongly Disagree



Our courses and job aids contain only essential content that we expect learners to remember and use in their jobs.

Strongly Disagree



We SHOW and let learners DO more than we TELL.

Strongly Disagree



We avoid “corporate drone” in our text and audio.

Strongly Disagree



We link new info/skills to what people already know or are familiar with.

Strongly Disagree



We know what our learners find compelling – and what bores them.

Strongly Disagree



How effective are your learning solutions?

___High (7-8 “yes” responses). We manage cognitive load; our solutions engage learners via visuals and stories. We LIMIT content to “must know,” we use lots of technique to help people remember and retain).

___ So-So (5 to 6 “yes” responses) We do some good stuff that matches criteria listed in assessment items – we can improve!)

___ Low (Less than 5 “yes” responses). We’re focused 100% on content. We haven’t really considered what learners find engaging – or what outcomes we’re hoping they achieve post-training.)


Content is not the same as learning outcomes

.

http://www.youtube.com/watch?v=jVb8EC1Y2xM&eurl=http://www.learningtown.com/video/video/show?id=2039019:Video:47192

http://www.youtube.com/watch?v=jVb8EC1Y2xM&eurl=http://www.learningtown.com/video/video/show?id=2039019:Video:47192


I want you to help me create training to teach someone to learn how to scramble eggs…


Content does not equal….

Outcomes


Analyze training needs

Design learning solution

Develop learning solution

Implement solution

Evaluate solution’s

effectiveness

The infamous ADDIE model of learning design

How do these “analysis” questions change your content decisions?

1. Do you really want them to scramble their own eggs – or simply recognize a great set of scrambled eggs?

2. Why do they need to know this? Is it to make your life easier? Is it to keep them from starving?

3. What’s the consequence of them NOT learning to cook scrambled eggs?

4. Do they have to do the task from memory…or can they use a recipe?

How do these questions change decisions?

5.How do they feel about learning to scramble the eggs? Are they excited, mad, bored, hostile? In other words…are they motivated to learn to do this…or do you have to start with stuff designed to motivate them?

6.WHO is the learner? Is it a 10-year old? Is it a teenager? Is it an adult who has somehow managed to avoid the cooking task until now?

7.Can they read?

8.What do they already know about cooking?

Outcomes results

needed on job

Objectives KSAs to be acquired

Content

list of stuff

to include

This gear should drive the others!

Business Outcome:

• Sell $100M worth of Company product within 6 months of launch.

• Motivate customers to choose company product over competitor options.

• Handle any objectives customers may have to company product.

• Support customers post-sale to encourage ongoing and appropriate use of the product.

Learning Objectives Required to Produce Outcomes• Communicate features/benefits of product.• Distinguish Company product from competitor product

offerings.• Identify common objectives and appropriate responses to

these objections.• Recognize use situations where product is best suited.• Use product label to answer questions about proper

usage and storage.

Content to include:• Description of features/benefits.• Comparison chart of Company product and competitor

products.• List of common objections buyers may make; appropriate

responses to these objections.• Sample sales scenarios with opportunities for rep to decide on

best responses to make to buyers.• Use the Label activity that requires reps to refer to the label to

answer questions re: usage and storage. • Description of situations where product is best suited – and

situations where it is a poor choice.• Label guidelines for safe handling/storage


Content: Domestic Violence Course

• Etiology of domestic violence.

• Description of the three stages in cycle of violence.

• Statistics: prevalence, negative impacts, risk of serious harm, etc.

• Challenges in breaking cycle.

What

outcome do you think client wants? What will they get?


Outcomes

Objectives

Content


We don’t pay attention to boring

things…and people are easily bored.


How do we keep people from getting bored?



http://fragg.me/video/civil-war-4-minutes

http://www.cathy-moore.com/courses/dump_drone.html#

http://www.cathy-moore.com/courses/dump_drone.html

http://www.cathy-moore.com/courses/dump_drone.html

http://fragg.me/video/civil-war-4-minutes


or


Or


Not as Scary as You Thinkhttp://www.bottomlineperformance.com/ns_goldmaster/

Germ Scene Investigators.

http://www.youtube.com/watch?v=SN9Fxtydd68

http://www.bottomlineperformance.com/ns_goldmaster/

http://www.bottomlineperformance.com/ns_goldmaster/






http://forums.cisco.com/CertCom/game/binary_game_page.htm

http://www.bottomlineperformance.com/ra_alpha/

http://www.bottomlineperformance.com/ra_alpha/

http://forums.cisco.com/CertCom/game/binary_game_page.htm


How do we keep people from getting bored?


We can only learn what we remember

– and we need lots of help!


Learn These Words:

• Red• Book• Magazine• Soft• Spring• Loud• Peyton Manning• Airplane• Autumn


Write what you remember.• Red• Book• Magazine• Soft• Spring• Loud• Peyton Manning• Airplane• Autumn


1.Girl2.Woods3.Lost4.House5.Bowls6.One7.Sleep8.Stool9.Disarray

Now learn these:


This is the story of Goldilocks, a fairy tale written in the1800s by Robert Southey, a British author. Fairy tales were a very popular form of children’s story in the 19th century and continue to have popularity today. Here’s the story.

Goldilocks , a young girl, goes into the woods and gets lost. She’s feeling a lot of anxiety over being lost as she knows the statistics about girls who get lost in the woods – at least 90% of them get eaten by wolves. She finds a house and knocks at the door – in the 19th century there were no door bells on houses so she had to knock. The house was clearly empty so she goes in.

Robert Southey


When she walks into the kitchen in the house she finds a table set for three – with three bowls, spoons and hot porridge inside each of the bowls, which, by the way, were made of wood. The kitchen is quite a site, actually – lovely dishes line the walls and the room is large and airy.

Goldilocks sits down and uses a spoon to scoop a small amount porridge out of one of the bowls. It’s disgustingly LUMPY and cold – things Goldilocks can’t stand in porridge, which she feels should be smooth, warm, and not LUMPY!. She checks the remaining bowls and finally finds some porridge that is just to her liking – not too hot or too cold or too LUMPY. Goldilocks reflects that about 50% of the time she has had breakfast porridge that is LUMPY. Another 25% of the time it’s been too hot. Bleck!.

Anyway, now, one bowl is empty, and Goldilocks wants sleep.


Goldilocks finds a bedroom that contains three beds. One bed is huge – really, who needs a bed that big! In Goldilocks’ opinion people buy things that are far bigger than what they really need. People need to right-size! Another bed is ridiculously small – who could fit in that! A third one is just right. Goldilocks climbs in, but finds she’s really cold. She can’t stand being cold. She uses a stool to reach a blanket stored in a closet shelf, politely returning the stool to its original spot after using it. Goldilocks believes in putting things back where they belong, something only 19% of girls her age believe. Anyway, she crawls back into bed and falls into a deep sleep.

While she sleeps, the owners of the house – three bears - return. They find their house in disarray and immediately recall seeing the statistics in the paper about break-ins in the area. 30% of break-ins occur between the hours of 8 and 11 a.m. They’ve become a statistic!!


They go through the house and the top of a small girl’s head – peeking out of the covers of Little Bear’s bed – which has a lovely yellow coverlet on top of it.. The other beds – like the kitchen – are in complete disarray. Goldilocks wakes up to see the three bears staring at her. She panics – remembering the statistics about girls who get lost in the woods – 90% of them get eaten by wolves.

However, the story ends with the bears being very nice to Goldilocks, even though statistically only 10% of bears are friendly to girls. They invite her back to their kitchen and offer her more porridge. Goldilocks politely declines as she can see it is going to be LUMPY – bleck!


1.Girl2.Woods3.Lost4.House5.Bowls6.One7.Sleep8.Stool9.Disarray


Linking new to familiar, use of visuals, …and chunking too!


Helping people remember7 +/-2 +/-

Use difference and “chunking”

Link to familiar Old that I know

New that I don’t

Make it visual Repeat! Repeat! Repeat!

Get rid of extraneous!


Outcomes

Objectives

Content




Helping people remember+/-

Old that I know

New that I don’t

Repeat! Repeat! Repeat!


Help Yourself Remember

• DRAW – don’t write – images to help you recall strategies for designing learning that works. Pick the principles and ideas that are most important to you.

Getting where you need to be.